Thank You
I would thank all individuals, school and corporate groups for participating in Loud Shirt Day on Friday 14 May 2010. Loud Shirt Day Competition Winners will be announced on June 30 2010.
Schools Competition Awards
The Loud Shirt Day Schools Competition have been announced check out the winners.
Photo Competition Winner announced
Congratulations to Dr David Close and staff at the Ashford Specialist Centre.
Auditory-Verbal Therapy
In a welcoming, home like environment, the Cora Barclay Centre Early Intervention team offers family-centred Auditory-Verbal Therapy to the families of children who are
deaf or hearing impaired.
Auditory-Verbal Therapy facilitates optimal acquisition of spoken language through listening by newborns, infants, toddlers, and young children who are deaf.
Auditory verbal therapy, which is rated as the best method for children with hearing loss to achieve fluent spoken language.
Auditory-Verbal (AV) Therapy aims for the child with hearing loss to use listening and spoken language as his/her primary mode of communication and be included in mainstream education from the earliest age possible.
Auditory-Verbal therapy promotes early diagnosis, one-on-one therapy, and state-of-the-art audiological management and technology.
Parents and caregivers actively participate in therapy. Through guidance, coaching, and demonstration, parents become the primary facilitators of their child's spoken
language development. Ultimately, parents and caregivers gain confidence that their child can have access to a
full range of academic, social, and occupational choices throughout life.
Auditory-Verbal therapy must be conducted in adherence to all 10 Principles of Auditory-Verbal Therapy. (AG Bell website, 200)
Principles of LSLS Auditory-Verbal Therapy
1. Promote early diagnosis of hearing loss in newborns, infants, toddlers, and
young children, followed by immediate audiological management and
Auditory-Verbal therapy.
2. Recommend immediate assessment and use of appropriate,
2. Recommend immediate assessment and use of appropriate,
state-of-the-art hearing technology to obtain maximum benefits of auditory
stimulation.
3. Guide and coach parents¹ to help their child use hearing as the primary
3. Guide and coach parents¹ to help their child use hearing as the primary
sensory modality in developing spoken language without the use of sign language
or emphasis on lipreading.
4. Guide and coach parents¹ to become the primary facilitators of their child's
4. Guide and coach parents¹ to become the primary facilitators of their child's
listening and spoken language development through active consistent
participation in individualized Auditory-Verbal therapy.
5. Guide and coach parents¹ to create environments that support listening for the
5. Guide and coach parents¹ to create environments that support listening for the
acquisition of spoken language throughout the child's daily activities.
6. Guide and coach parents¹ to help their child integrate listening and spoken language
6. Guide and coach parents¹ to help their child integrate listening and spoken language
into all aspects of the child's life.
7. Guide and coach parents¹ to use natural developmental patterns of audition,
7. Guide and coach parents¹ to use natural developmental patterns of audition,
speech, language, cognition, and communication.
8. Guide and coach parents¹ to help their child self-monitor spoken language through listening.
9. Administer ongoing formal and informal diagnostic assessments to develop
8. Guide and coach parents¹ to help their child self-monitor spoken language through listening.
9. Administer ongoing formal and informal diagnostic assessments to develop
individualized Auditory-Verbal treatment plans, to monitor progress and to
evaluate the effectiveness of the plans for the child and family.
10. Promote education in regular schools with peers who have typical hearing and
10. Promote education in regular schools with peers who have typical hearing and
with appropriate services from early childhood onwards.
*An Auditory-Verbal Practice requires all 10 principles.
¹The term "parents" also includes grandparents, relatives, guardians, and any caregivers who interact with the child.
(Adapted from the Principles originally developed by Doreen Pollack, 1970)
Adopted by the AG Bell Academy for Listening and Spoken Language®, July 26, 2007.
Adopted by the AG Bell Academy for Listening and Spoken Language®, July 26, 2007.